School-community linkage in the implementation of a localised curriculum.
Date
2022-07-30
Authors
Mulenga, Edwina
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The study explored school - community linkages in the implementation of a localised curriculum
in six selected schools in Nakonde District of Muchinga Province. The objectives of the study
were to: find out the role of the community in the implementation of the localised curriculum,
identify barriers to effective school - community engagement in implementing a local curriculum
and explore ways that would enhance school - community collaboration in the implementation of
a localised curriculum. Both qualitative and quantitative research designs were employed. The
research instruments that were used to collect data were questionnaires which were administered
to head teachers and teachers and focus group discussion which were used to pupils and parents.
The total sample was 110 comprising 6 head teachers (six), 44 (forty-four) teachers, 36 (thirtysix)
pupils, 24 (twenty-four) PTA executive members and school board members). Using
purposive sampling, head teachers, teachers HOD, guidance teachers, grade 7 teachers and
parents were selected while systematic random sampling was used to select pupils.
It was revealed that both the community and the school acknowledged the importance of
meaningful participation in the implementation of the localized curriculum in order to enhance
school - community linkage. It was also revealed that embracing community participation in the
implementation of the localized curriculum was considered as a way of promoting and sustaining
the needs of the community such as traditional and cultural heritage (Umutomolo ceremony).
Further, the study revealed that most teachers and parents knew very little about reforms on
localization of the curriculum. Head teachers failed to effectively coordinate the program which
the researcher attributed to the head teachers inability to utilize managerial roles like planning,
coordinating and directing. Community members’ participation in the implementation of the
localised curriculum was very minimal. The school boards and PTA executives at some schools
never played their roles and this was one of the barriers to effective implementation of the
localised curriculum as a link between the school and the community. The study reviewed poor
relationships between teachers and community members as another barrier and lack of
sensitization among others. An evaluation on localised curriculum implementation has not been
done to date so as to identify gaps to fill in for effective application.
Due to some gaps which were identified during the study, the researcher recommended that,
standard officers from the district education board must be monitoring schools and ensure that
meaningful engagements between the community and the school exist with regard to the
implementation of the localised curriculum. Education authorities (DEBS, standard officers)
should sensitize both community and teachers on the importance of localised curriculum from
time to time. The government to review the policy on localizing the curriculum and allocate
funding for its implementation. The ministry of education should conduct an evaluation exercise
so as to assess the implementation of the localised curriculum. Additionally, the researcher
recommended the following for future research; teachers motivation and the role it plays in
localised curriculum implementation, explore school community linkages in the implementation
of localised curriculum in rural primary schools, the relevance of community involvement in
enhancing meaningful education delivery and exploring strategies in the effective
implementation of a localised curriculum.
Description
Thesis
Keywords
Curriculum Development Centre (Zambia).